Social Cognitive Theory and a Music Technology Based Composition Task: Insights from the Classroom Teacher's Perspective

This paper will explore key components of Albert Bandura's Social Cognitive Theory (SCT) (1986, 1997), which identifies the cyclical interaction of three key variables when learning. These include the environment, personal attributes and one's psychological responses. Specific mention is made to the importance of self-efficacy (one's belief in their ability to execute a given task) and motivation will be discussed. Key attributes of self-regulated learning (SRL) will be explored through case studies of various students engaged in a music technology based composition task. These case studies will be discussed in relation to the varied levels of self-efficacy that the students display in relation to their ability to compose music with technology and the software Cubase. The data represents a large number of secondary students engaged in a class based composition task and uses mixed methodologies to collect and analyse data. Findings are discussed in relation to classroom teaching practice and the importance of developing reflective practice with students.